nach oben

International Journal of Computer-Supported Collaborative Learning

Erschienen in:

01.09.2011

The impact of scripted roles on online collaborative learning processes

verfasst von: Francesca Pozzi

Erschienen in: International Journal of Computer-Supported Collaborative Learning | Ausgabe 3/2011

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This paper illustrates the experience gained within an online course, where a collaborative technique, namely Role Play, was used within an asynchronous text-based environment to trigger collaboration and interactions among students. In a pilot study, the technique was analyzed using an evaluation model and two different means: on the one hand, the content analysis carried out by the researchers of the messages exchanged by the students during the Role Play; on the other, a questionnaire aimed at investigating students’ impressions concerning the technique itself. The aim of the study is twofold: to understand the impact of the proposed roles on the online learning process, and to investigate whether roles facilitated members’ awareness of the overall process itself.

Vorheriger Artikel Analyzing temporal patterns of knowledge construction in a role-based online discussion

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

SSIS is the acronym for “Scuole di Specializzazione all’Insegnamento Secondario”, that is the Specialization Schools for Secondary Teaching, the institutions that are responsible for teacher training in Italy.

The activity was based on a proposal by Bernie Dodge, Ed Tech Department, San Diego State University, called “A WebQuest About WebQuests—Middle School Version” http://webquest.sdsu.edu/webquestwebquest-ms.html. The original roles have been modified according to the objectives of the study.

http://www.moodle.org

ICALTS (Interaction and Collaboration AnaLysis supporting Teachers and Students Self-regulation) is a Jointly Executed Integrated Research Project of the Kaleidoscope Network of Excellence, website at http://www.rhodes.aegean.gr/ltee/kaleidoscope-icalts/

“One of the issues under discussion is the choice of the unit of analysis to perform content analysis. Researchers can consider each individual sentence as a single unit of analysis (Fahy 2001). A second option is to identify a consistent “theme” or “idea” (unit of meaning) in a message and to approach this as the unit of analysis (Henri 1992). A third option is to take the complete message a student posts at a certain moment in the discussion as the unit of analysis (Gunawardena et al. 1997; Rourke et al. 2001)” [De Wever et al. 2006, pg. 9].

Brush, T. A. (1998). Embedding cooperative learning into the design of integrated learning systems: Rationale and guidelines. Educational Technology Research & Development, 46, 5–18.CrossRef

Cohen, E. G. (1994). Designing groupwork. Strategies for the heterogeneous classroom (2nd ed.). New York: Teachers College Press.

Daradoumis, T., Martinez-Monés, A., & Xhafa, F. (2004). An integrated approach for analysing and assessing the performance of virtual learning groups. Lecture Notes in Computer Science, 3198, 289–304.CrossRef

De Wever, B., Schellens, T., Valcke, M., & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. Computers & Education, 46, 6–28.

De Wever, B., Schellens, T., Van Keer, H., & Valcke, M. (2008). Structuring asynchronous discussion groups by introducing roles: Do students act in line with assigned roles? Small Group Research, 39(770). Available at: http://sgr.sagepub.com/cgi/content/abstract/39/6/770.

De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (2010). Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction. Computers in Human Behavior, 26, 516–523.CrossRef

Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL. Can we support CSCL (pp. 61–91). Heerlen: Open Universiteit Nederland.

Fahy, P. (2001). Addressing some common problems in transcript analysis. International Review of Research in Open and Distance Learning, 1(2). Available at: http://www.irrodl.org/index.php/irrodl/article/view/321.

Fischer, F., Kollar, I., Mandl, H., & Haake, J. M. (2009). Scripting computer-supported collaborative learning. New York: Springer-Verlag.

Garrison, R., & Anderson, T. (2003). E-learning in the 21st century. A framework for research and practice. London: RoutledgeFalmer.CrossRef

Gunawardena, C. N., Lowe, C. A., & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17, 397–431.

Hara, N., Bonk, C. J., & Angeli, C. (2000). Content analysis of online discussion in an applied educational psychology course. Instructional Science, 28, 115–152.CrossRef

Henri, F. (1992). Computer conferencing and content analysis. In A. R. Kaye (Ed.), Collaborative Learning Through Computer Conferencing (pp. 115–136). The Najaden Papers, New York, Springer.

Hernández-Leo, D., Asensio-Pérez, J. I., Dimitriadis, Y., Bote-Lorenzo, M. L., Jorrín-Abellán, I. M., & Villasclaras-Fernández, E. D. (2005). Reusing IMS-LD formalized best practices in collaborative learning structuring. Advanced Technology for Learning, 2(3), 223–232.

Jaques, D., & Salmon, G. (2007). Learning in groups: A handbook for face-to-face and online environments. London: Routledge.

Kanuka, H., & Anderson, T. (1999). Using constructivism in technology-mediated learning: Constructing order out of the chaos in the literature. Radical Pedagogy, 1(2). Available at: http://radicalpedagogy.icaap.org/content/issue1_2/02kanuka1_2.html

Lally, V. (Ed.) (2002). Elaborating collaborative interactions in networked learning: A multi-method approach. Proceedings of the Networked Learning Conference 2002. University of Sheffield. March 26th–28th.

Lipponen, L., Rahikainen, M., Lallimo, J., & Hakkarainen, K. (2003). Patterns of participation and discourse in elementary students’ computer-supported collaborative learning. Learning and Instruction, 13, 487–509.CrossRef

Lombard, R., & Biglan, B. (2009). Implications of role play and team teaching as strategies for information technology pedagogy. Information Systems Education Journal, 7(20). Available at: http://isedj.org/7/20/.

Martinez, A., Dimitriadis, Y., Rubia, B., Gomez, E., & De La Fuente, P. (2003). Combining qualitative evaluation and social network analysis for the study of classroom social interactions. Computers and Education, 41(4), 353–368.CrossRef

Mudrack, P. E., & Farrell, G. M. (1995). An examination of functional role behavior and its consequences for individuals in group settings. Small Group Research, 26, 542–571.CrossRef

Persico, D., & Pozzi, F. (2006). Evaluation in CSCL: Tracking and analysing the learning community. In A. Szücs, & I. Bø (Eds.), E-competences for Life, Employment and Innovation, Proceedings of the EDEN 2006 Annual Conference (pp. 502–507). Vienna 14–17 June 2006.

Persico, D., & Pozzi, F. (2010). The three T’s of the structure of online collaborative activities. Procedia Social and Behavioural Sciences Journal, 2, 2610–2615.CrossRef

Persico, D., Pozzi, F., & Sarti, L. (2008). Fostering collaboration in CSCL. In A. Cartelli, & M. Palma (Eds.), Encyclopedia of Information Communication Technology (pp. 335–340). Hershey, PA: Information Science Reference, IGI Global.

Persico, D., Pozzi, F., & Sarti, L. (2009). A model for monitoring and evaluating CSCL. In A. A. Juan, T. Daradoumis, F. Xhafa, S. Caballe, & J. Faulin (Eds.), Monitoring and Assessment in Online Collaborative Environments: Emergent Computational Technologies for E-learning Support (pp. 149–170). Hershey, PA: Information Science Reference, IGI Global.

Pozzi, F., Manca, S., Persico, D., & Sarti, L. (2007). A general framework for tracking and analysing learning processes in CSCL environments. Innovations in Education and Teaching International, 44(2), 169–180.CrossRef

Rourke, L., Anderson, T., Garrison, R., & Archer, W. (2001). Methodological issues in the content analysis of computer conference transcripts. International Journal of Artificial Intelligence in Education, 12, 8–22.

Schellens, T., Van Keer, H., & Valcke, M. (2005). The impact of role assignment on knowledge construction in asynchronous discussion groups: A multilevel analysis. Small Group Research, 36, 704–745.CrossRef

Schrire, S. (2006). Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis. Computers & Education, 46, 49–70.CrossRef

Strijbos, J. W., & De Laat, M. F. (2010). Developing the role concept for computer-supported collaborative learning: An explorative synthesis. Computers in Human Behavior, 26, 495–505.CrossRef

Strijbos, J. W., & Weinberger, A. (2010). Emerging and scripted roles in computer-supported collaborative learning. Computers in Human Behavior, 26, 491–494.CrossRef

Strijbos, J. W., Martens, R. L., Jochems, W., & Broers, N. J. (2004). The effect of functional roles on group efficiency: Using multilevel modelling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research, 35, 195–229.CrossRef

Strijbos, J. W., Martens, R. L., Prins, F. J., & Jochems, W. M. G. (2006). Content analysis: What are they talking about? Computers & Education, 46, 29–48.CrossRef

Weinberger, A., & Fischer, F. (2006). A framework to analyse argumentative knowledge construction in computer-supported collaborative learning. Computers & Education, 46, 71–95.CrossRef

Zigurs, I., & Kozar, K. A. (1994). An exploratory study of roles in computer-supported groups. MIS Quarterly, 18, 277–297.CrossRef

Titel: The impact of scripted roles on online collaborative learning processes
verfasst von: Francesca Pozzi
Publikationsdatum: 01.09.2011
Verlag: Springer US
Erschienen in: International Journal of Computer-Supported Collaborative Learning / Ausgabe 3/2011
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
DOI: https://doi.org/10.1007/s11412-011-9108-x

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 3/2011

Identity presence and knowledge building: Joint emergence in online learning environments?

Analyzing temporal patterns of knowledge construction in a role-based online discussion

Scaffolding collaborative technical writing with procedural facilitation and synchronous discussion

Are two heads always better than one? Differential effects of collaboration on students’ computer-supported learning in mathematics

Student use of Facebook for organizing collaborative classroom activities

Tweets from #cscl2011

Premium Partner